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LETTER OF TRANSMITTAL (pages 1 and 2) 
PART I (pages 3 through 8) 

1 . The Unique Role of the College in the Delaware Valley (page 4) 

2. The Educational Program of the College (page 5) 

3. The College and the Community (page 6) 

4. The College as a Cultural and Design Center (page 8) 
PART II (pages 9 through 27) 

1. Physical Planning and Projected Needs (page 10) 

2. Existing Buildings (page 13) 

3 . Location (page 13) 

4 . Campus Plan (page 15) 

5. Structures and Uses (page IS) 

6. Priorities and Financing (page 24) 

1. Photographic view of the college and its surroundings 
as seen from the southeast (page 3) 

2. Site Plan Diagram (page 9) 

3. Key Plan Diagram (page 17) 
APPENDIX (see fold out in back) 

4 . Stage I 

5 . Stage II 

6 . Stage III 

7 . Final Stage 

April, 1963 

Gustave G. Amsterdam, Esq., Chairman 
Redevelopment Authority of the City of Philadelphia 
211 South Broad Street 
Philadelphia 7, Pennsylvania 

Dear Mr Amsterdam, 

I am happy to send you the attached statement of a ten-year 
development program for the Philadelphia Museum College of Art. 
The program is based on careful studies of the college's needs, re- 
sources and potentialities . Its objectives are endorsed by the 
college's Board of Governors and staff and by many distinguished 
alumni and friends . 

Museum College of Art 
Broad and Pine Streets 
Philadelphia 2, Pa. 
KIngsley 6-05^5 

For many years, as you know, the Philadelphia Museum 
College of Art has made an important contribution to the economic 
life of the Philadelphia area by training large numbers of highly 
qualified professional artists and designers needed by industiy in 
the Delaware Valley. The projected ten-year program is based, 
in part, on our realization that continued industrial expansion in 
this region will present the college with demands and opportunities 
for increased service to the community and to the Commonwealth. 
This service includes the training of teachers of art for the schools 
of our area . 

In order to meet our challenge the ten-year development 
program embraces strengthening and increasing the faculty, con- 
tinued improvement and intensification of curricula and an increase 
of student body from the present 650 full-time students to approxi- 
mately 1200 by 1973. 

In raising funds to enlarge the campus and to construct and 
equip eleven new buildings, the college will be playing a significant 
part in the revitalization of center-city. The new auditorium, the 
exhibition area, the industrial design and research center and the 
entire campus will become vital elements of the proposed cultural 
complex on South Broad Street. 

The amount to be spent over the next ten years will be close 
to ten million dollars with approximately half coming from private 
sources. The college has engaged fund raising counsel and is pro- 
ceeding with plans for a campaign to raise the amount necessary for 
the first phase of our development program which will include site 
acquisition costs . 

On many occasions during the formulation of the program 
we have consulted members of the Redevelopment Authority and 
the Planning Commission and our neighboring institutions such 
as the Academy of Music and the YMHA to make certain that our 
proposals complement their plans for enriching the cultural and 
commercial life of Philadelphia. We feel that our present program 
fully achieves this aim . 

Under instruction of the Board of Governors of the 
Philadelphia Museum College of Art, I have been authorized to 
request the services of the Redevelopment Authority of Phila- 
delphia to secure the land necessary to realize our program. It 
is our hope that with the help of the Redevelopment Authority we 
can make a vitally needed contribution to the future of our beloved 


Howard A. Wolf 


Board of Governors 

Philadelphia Museum 

College of Art 

P. S. You will find enclosed our ten-year development plan plus 
a copy of a report prepared for us by Cresap, McCormick and 
Paget, Management Consultants referred to in Part I of our presen- 
tation. If you need any further information please call on me. 


FIGURE I: Photographic view of the college and its surroundings as seen from the southeast. 

Part I: 1 The Unique Role of tlie College in the Delaware Valley- 
Graduates of the Pliiladelphia Museum College of Art are employed by most of the im- 
portant business and industrial firms in the Delaware Valley. The college occupies a rather 
special position in the economic life of the Pliiladelphia metropolitan region in that its alumni 
provide business and industry with hundreds of superbly trained designers and artists, men 
and women who literally influence the nature and shape of the many products of our modern 

The scope of this activity is best illustrated by citing the major fields of professional 
training: fabric design, tlie arts of advertising and illustration, photography, industrial 
design, dimensional design and interior design. 

The college also serves as a vital center for the training of art and design teachers. 
Philadelphia is fortunate to have such a wealth of creative talent available to serve the grow- 
ing needs of industry, commerce and commtmication. 

The Pliiladelphia Museum College of Art, and its sister institution, the Philadelphia 
Museum of Art, were both founded in the year of the Pliiladelphia Centennial, 1876, In the 
words of the original charter, the purpose of the college was "... to develop the art 
industries of the state . . . and to serve as a training school for teachers." 

This concept of service to industry and to education remains central to the philosophy 
of the college which seeks to train highly talented professional artists and designers and 
educate them to become leaders in their areas of industry and teaching. 

The college has had authority to grant baccalaureate degrees since 1939. Prior to 
1948 it was known as the School of Industrial Art, and until 1959, the Philadelphia Museum 
School of Art. It is the only non- affiliated, co-educational art college in Pennsylvania. 
It is fully accredited by the Middle States Association of Colleges and Secondary 
Schools and was a founding member of the National Association of Schools of Art. It is 

approved by the Pennsylvania State Council of Education for granting degrees and for 
licensing art teachers . 

Over the past 87 years the Hiiladelphia Museum College of Art has been internationally 
recognized as one of America's great centers for the education of artists and designers 
for industry. More than 10, 000 have studied at the college; a majority of the alumni 
are employed in the Philadelphia metropolitan area. 

Part I: 2 The Educational Program of the College 

Students in the undergraduate college are four -year degi'ee candidates . During the 
first two years they receive basic education in the sciences, the humanities, and the funda- 
mentals of art. In the junior and senior years they receive intensive training in their 
particular area of specialization, a broad grounding in related fields of design and con- 
tinued studies in the humanities . 

Professional specialization is offered in illustration and advertising arts, industrial, 
dimensional and interior design, fabric design, photography, art education and the fine 
arts. Courses in general arts include drawing, painting, printmaking, sculpture, ceramics 
and typogi^aphy. 

The undergraduate degrees of Bachelor of Fine Arts and Bachelor of Science are 
granted by the college. Current full time enrollment in the day college is 650 students . 

Certificates and associate degrees are granted in the evening college. Current en- 
rollment is 750 students . 

A graduate program will be offered starting in September 1963. The first Master's 
Program will be available in Art Education. Subsequent programs will be offered in each 
of the other professional majors. 

Summer School graduate training for teachers and professionally engaged artists 


and designers will be offered in 1963. The college also conducts Saturday classes and two 
four-week Summer School courses for pre-college students who wish to receive preparatory- 
training in the arts . 

Part I: 3 The College and the Community 

If the Philadelphia Museum College of Art is to continue to meet the growing needs of 
industry and education for artists and designers, expansion and improvement of its edu- 
cational programs and its physical facilities are essential. 

The plans of the college for development over the next ten years reflect the inevitably 
increasing needs for top designers and artists in every phase of business, industry and edu- 
cation. The need for teachers will grow in direct proportion to that of our schools . The 
need for talented, highly trained designers for business and industry is even more critical. 

During the past two years an intensive educational study was conducted by professional 
consultants who examined the educational objectives of the college, evaluated the professional 
departments, made comparative studies of the degree progi'ams of eight other art colleges in 
the United States, and recommended steps for the future development of this institution. Their 
recommendations were carefully considered and approved by the Board of Governors and are 
now being incorporated in the educational and physical progi'ams of the college. 

To meet these requirements, the Board of Governors has prepared a ten-year plan for 
the college. The present enrollment of 650 students in the undergraduate college is projected 
to an enrollment of 1, 100 full-time students in 1972-1973. Within the ten-year period, the 
Graduate School enrollment is predicted to reach 200 students. 

The projection of 1, 300 students (1, 100 undergraduate and 200 graduate) is based upon 
national growth forecasts for education and a conservative estimate of the increasing number 
of qualified applicants applying to the college. It is also based on the anticipated growth of 

the advertising, marketing, manufacturing and other industries served by the college, and 
their increasing need for highly trained personnel. 

The Board of Governors considers an art college of about 1, 300 students to be close to 
the optimum size for this kind of institution due to the specialized and demanding natures of 
the professional disciplines required. 

Finally, the projection of 1, 300 students is related to a realistic appraisal of the needs 
of the City of Pliiladelphia, the Delaware Valley and the Commonwealth of Pennsylvania for 
this type of training, and upon a realistic evaluation of tlie availability of private funds, 
industrial support and public aid for carrying out such a development program. 

The buildings and facilities required by a full-time college enrollment of 1, 300 are 
considerable, but intensive use of them throughout the year is contemplated. One plan cur- 
rently being formulated will establish a "quarter system" and thereby appreciably lengthen 
the school year. The projected campus will also be used by tlie Evening College, and on 
Saturdays and during the summer months by part-time students . 

The growth of the Evening College is projected over the ten-year period from the 
present enrollment of 750 students to approximately 1,400 students. 

The Division of General Studies in the college will attain additional usefulness by 
serving other professional schools in the vicinity which, at present, lack accredited degree 
programs. Beginning in September 1963, students in the New School of Music will be en- 
rolled in liberal arts courses at the college. Other schools are expected to avail themselves 
of this opportunity in the near future . 

A summary of Projected Enrollment is listed: 

The College 

The Graduate School 

The Evening College 

The Saturday Pre-College School 

The Summer Pre-College School 

'1,820 3,200 






1, 100 









Part I: 4 The College as a Cultural and Design Center 

The Development Plan of the college calls for the construction of three buildings on the 
new campus which will have particular significance to the rest of the community. These build- 
ings will house the Design Center, exhibition galleries, an all-purpose gymnasium- auditorium, 
and a small theatre. Located near the corner of Spruce Street and facing on Broad Street, these 
buildings will form an important link to the Cultural Center on South Broad Street which is 
proposed in the City's Comprehensive Plan. 

The Design Center will bring Delaware Valley's industry and the college into active 
partnership in design research, graduate internship, seminars and conferences on design prob- 
lems . Its technical library of design resources will be open not only to industry but to other 
schools and colleges . 

The exhibition galleries, which can be extended into the gymnasium on one side and into 
gardens on the other, will provide space in center-city for exhibits of contemporary art and 
design, and displays of the sort that at present fall outside the province of the Pliiladelphia 
Museum of Art or the Commercial Museum. 

These galleries will represent one of the most valuable contributions the college can 
make to the enrichment of the City's cultural life, and will satisfy a long evident need. 

PLEASE NOTE: You will find it helpful in reading Part II to refer to the fold-out in the 
back which illustrates the stages of building development. 

KEY FOR FIGURE 2: Illustrative Site Plan of New Campus 

1. Women's Dormitory 

2 . Men's Dormitory 

3 . Educational Units 

4 . Library & Student Center 

5. Design Center & Exhibition Hall 

6. Performing Arts Theatre 

7. Physical Education Facilities 

8 . Administration 

9. Existing Apartment House 

A. Outdoor Exhibition Area 

B. Outdoor Recreation & Parking 

C. Residential Garden 

D. Work Courts 



FIGURE 2: Illustrative Site Plan of New Campus (see key on page 8) 



Part II: 1 Physical Planning and Projected Needs 

In addition to the educational survey of the college conducted by the Board of Governors 
and its consultants, a survey of the present physical establishment was made by Wright, 
Andrade, Amenta and Gane, Architects. Planning has continued toward the development of a 
new Campus Plan and Building Program as set forth in the following pages . This physical plan- 
ning has been based on the enrollment figures developed in the educational survey and additional 
data on educational and related programs developed with the college's administration and 
Committee on Plans and Development. 


The following table shows present uses and space, the forecasts of the educational survey 
and the adjusted figures used in developing the present plan. These last (Current Estimates) 
include a number of facilities such as space for resident students, a student center and space 
for a program of physical education. These do not exist in the present Campus and were not 
considered in the educational survey. 
TABLE I: Present Space and Estimated Requirements for 1,000 to 1, 200 Students 

Area Square Feet 


A. Administration 

B. Services and Supply 









7, 000 

Food Service 



Maintenance & Storage 


4, 100 

Mail Room 



Book Store and Office 



Student Lockers 




II- D and III-D 


Property Rooms 


1, 100 
16, 470 



Central Mech., Elec. 

Spaces, etc. 

20, 000 


16, 470 



Area Square Feet 

Present Educational Current 

Activity Space Survey Estimates 

C . Student Activities 




Music Rooms 


T.V. Rooms 


Meeting Rooms 


Game Rooms 


Council, Newspaper, etc. 



Student Affairs 


Other Special Rooms 


Educational Departments 
(Classrooms, Studies, Shops, Offices, Lockers, etc.) 

1,210 8,120 8,200 

D. Educational: General Facilities 





Auditorium (see also Design 



3, 180 


Faculty Lounge & Conference 




4,560 9,780 10,200 

Art Education 




Graphic Design, Advertising 




12, 180 


Dimensional, Interior 


Industrial Design 


27, 110 


Fabric Design 








Fine Arts 



10, 900 

General Studies 

4, 150 



General Arts 


29, 290 

29, 300 

Freshman & Sophomore Prog 



6, 100 

6, 100 

Graduate Programs 


54,075 104,220 113,100 

Design Center (in addition to items 
within D & E above) 

Auditorium and Stage 10, 000 
Design Council, offices and 

conference space 7, 000 

Exhibition 1,850 3,550 5,000 

1,850 3,550 22,000 


Area Square Feet 





G. Residential 

Dormitories for 200 

H. Physical Education 

Outdoor facilities, Gym, Courts, 
Pools, Lockers 




A. Administration 

B. Services and Supply 

C . Student Activities 

D. Educational, General 

E. Educational, Departments 
F . Design Center 

G. Residential (200 students) 

H. Athletics 

Figures above are net usable sq. ft. 
(except for inclusion of Mechanical 
and Electrical in Current Estimates) 


Additional allowance for circulation, 

construction, etc., is therefore. . .15% of total net. 








10, 200 


113, 100 








TOTAL GROSS BUILDING AREA (rounded) 312,000 


These estimates may well change in many details in the future. However, they have now 

been under study by the college and its consultants for nearly two years . Experience indicates 

that the totals and major groupings will prove dependable. 


Part II: 2 Existing Buildings 

Both the educational and physical surveys concluded that, except for the original granite 
and stucco building at Broad and Pine Streets (which is one of tlie City's most interesting 
monuments of the Federal period) almost all of the present major structures are unfit for 
long continued use. The oldest building was erected 139 years ago. With the exception of a 
one-story studio building, the rest of the College's space is contained in structures more than 
100 years old. Not only does most of the existing plant fail to meet present building code re- 
quirements, but it is also dimensionally unsuitable for the educational and auxilliary needs of 
the College. Further, the age, condition and type of construction of these buildings makes 
major rehabilitation or enlargement virtually impossible and certainly unfeasible from a cost 
point of view. Finally, both studies agreed in stating that the existing space was already over- 
crowded and that any expansion of the student body will require new and additional facilities. 

The conclusion then was that additional space is needed both now and to permit growth 
in the future and that ultimately most of the existing space in obsolete buildings must be re- 
placed by new construction. This presents a serious problem since the present site contains 
no empty space in which new structures can be placed without prior demolition. At tlie same 
time, no existing buildings can be removed tintil new space is made available without cutting 
back the sei^vices offered by the college. 

Part II: 3 Location 

The first question raised in the physical planning process by these conclusions was 
whether in the long run the college should plan to construct a new campus in a less crowded 
part of the city or the suburbs. A number of specific locations such as the site of German- 
town Academy were considered. However, a number of important factors favored retaining 


the present location: 

1. The historical association of the college with this site. 

2. The plans of the City for the improvement of the area generally and the widely held 
desire to establish Soutli Broad Street as a center for cultural activity and the best forms of 

3. The superior accessibility of the site from all parts of the city and suburbs in view 
of the forecast that the large majority of the students will be commuters . 

4. The advantages of this location close to the business center of the city in view of the 
close and growing relationship between the college and the industries for which its students 
are educated. 

5 . The difficulty of financing a new campus to be built all at once or, conversely, the 
diffictilty and extra cost of operating for a period of years divided between two locations . 

In view of these considerations, it was concluded that it would be in the best interests of 
the college and those it serves to remain in the present location and that this could be done if 
adjacent land could be obtained and cleared for new construction. 

Some consideration had already been given to the possibility of acquiring a small parcel 
to the north of the present site, in the block bounded by Broad, Spruce, Fifteenth and Delancey 
Streets, for a dormitory building. Study of the total needs of the college for space and the pro- 
blems of maintaining continuity of operations during construction indicated that virtually all of 
this block (or another equivalent area) would ultimately be needed. This particular block pre- 
sented one clear advantage over any other land in that the closing of Delancey Street would 
make it possible to create a unified campus, undivided by public streets. 

It was therefore decided to study this possibility in more detail, to coordinate this 
planning with that of the city and, so far as possible, the plans of the college's institutional 
neighbors and, finally, to determine whether it wotild be possible to obtain the needed land 
through action of the Philadelphia Redevelopment Autliority. 

The initial steps have been taken to these ends . The City Planning Commission has 
expressed agreement with the plans of the college, both in concept and in the proposals of the 
Campus Plan, and the Redevelopment Authority has expressed its willingness to aid in the ac- 
quisition of land for the proposed uses . The process of coordination of all the factors involved 
in such a large undertaking will, of course, be a continuing one. Questions remain to be 
settled: in particular, the possibility of an undergi'ound garage below a part of the campus . 
These, however, are unlikely to affect the major proposals of the Plan and it is clear that the 
development of the college as indicated here will have the support and assistance of the city. 

Planning information has been exchanged with the nearby institutions and no conflicts 
of interest or plans have appeared. This coordination will continue so that there will be no 
inadvertent or unnecessary duplication of effort or facilities, and so that the renewal of the 
neighborhood may push forward as rapidly as possible. 

The land to be acquired contains about 90,000 sq. ft. assessed at a total of about 
$1, 000, 000, excluding a large apartment house at IStli and Spruce Streets . Together with the 
present property this makes a total of about 170,000 sq. ft. for the future Campus. The 
utilization of this land is discussed in the following sections. 

Part II: 4 Campus Plan 

Figure 3 shows the general disposition over the enlarged site of the major activities 
and structures of the new college. Figure 2 (see page 9) shows the projected building 
masses and treatment of open spaces in more detail. Their arrangement has been dictated 
in part by the necessity to build on the new land before doing any demolition or rebuilding 
on the present site. Two other major considerations dominate the Plan. First, to relate the 
activities on the Campus to those on the surrounding streets to their mutual advantage; 
second, to create interior open and green spaces within the campus block, sheltered from 


the surrounding streets and traffic. That is, to focus college activity in the heart of the 
Campus and at the same time to create peripheral conditions which will be compatible with 
its neighbors . 

In accord with these objectives, the main entrances and the more public functions are 
related to Broad Street. Administration is in the original building at Broad and Pine Streets, 
(8 as shown in Figure 3). Just to the north of it is a walk which is the principal entrance to 
the campus and to the gardens for exhibition and official entertainment. Adjacent and north 
of these are structures (5, 6, 7, ) housing main exhibition galleries, the Design Center contain- 
ing facilities for the activities arising from the growing interaction between the college and the 
industries and professions it sei-ves, the Performing Arts Theatre and athletic facilities 
which will also be used for large assembly and student social functions. These elements 
lie in proximity to the compatible and, in some cases, similar activities which will line 
South Broad Street, Finally their location as shown will tend to keep the traffic, which they 
will generate, off the smaller more residential streets. 

At the corner of Fifteenth and Spruce stands a tall apartment house (9) which is shown 
as remaining. Near this corner on both streets, and particularly to the north, are local 
service shops, restaurants and the like with dominantly residential uses to the west and south. 
The college dormitories and outdoor areas for student recreation are therefore located near 
this corner where their activity is in harmony with the existing neighborhood pattern. 

Just to the south, along Fifteenth Street, the first unit (3a) of the series required (for 
classrooms, shops, studios, offices and ancillary services) for the Educational Departments 
will be erected on newly acquired land. Its completion will permit the demolition of a part of 
the present educational space to make room for the second unit. This process of replacement 
and enlargement will continue until the old brick structures are gone and the west and south 
sides of the block are completely closed with new educational facilities. 

At the heart of the campus, surrounded by interior green areas, will stand a building 


(4) housing the activities which all students will share, the focal point of the college. The 
Libi'ary and the quieter kind of student social space, will occupy the main floors of this building. 
Faculty lounges and conference rooms will be above, together with offices and meeting rooms 
for the alumni organizations . Thus, administration, faculty, alumni and students, both day 
and resident, will come together in this building and the open areas around it. 

In both a visual and symbolic sense this Library is the center of the campus. It will, 
of necessity, be a large building and the various openings and walkways from the outside of 
the block are designed to provide views of it, creating a sense of orientation and an awareness 
of the structure of the plan. This, as well as the absence of through streets, is important in 
creating unity in the campus whose individual buildings are likely to be diverse in size and 
form in response to the various functions they fulfill. 

Finally, the plan is designed to impose a unifying discipline on the architecture of the 
campus by establishing the disposition of major building masses with regard to the total com- 
position and, even more, througli the control of the spaces between buildings . It is intended 
to do this without limiting the architectural expression of each building and in such a way that, 
over the period of development, substantial changes may occur in the educational planning of 
the college and be reflected in its spatial programs without damage to the major form of the 

Part II: 5 Structures and Uses 

DORMITORIES: (50,000 sq. ft.. Buildings 1 and 2) 

The Plan shows two structures, each housing about 100 students, girls in a "tower" 
type of building about 10 stories high, and boys in a four- story building on Spruce Street. 

These building forms are shown in reflection of two considerations . First, the fact 
that greater control is usually maintained in girls' residences and this is facilitated by the 
tower form with its concentration of vertical access at one point, while the low "walk-up" 
for the boys suggests multiple access and less supervision with slightly lower construction 
cost. Second, these two types admirably fit their physical environment, the girls' tower in 
relation to the existing apartment house and the low boys' residence in relation to the old 
houses to the north and west on Spruce Street. 


The site plan, however, permits these structural types to be changed in response to 
changes in the educational and housing programs of the college between now and the time of 
final design. An increase in the number of resident students would tend to force the use of 
two tall buildings . A different view of control and the separation of the sexes might make it 
undesirable to differentiate the building types or might even suggest a single tall "slab" 

(This last alternative has advantages in economy and flexibility and is being studied as 
an alternate solution.) 

In any case, the basic scheme or "parti" for the living accommodations for boys and 
girls would be much the same. The basic unit has as its nucleus a common living room or 
space for quiet recreation, work or study surrounded by a variety of single and double rooms 
housing about eight students , Depending on building type, either each unit will have its own 
bathroom or two units will share a larger common bath. For every four units, or about 32 
students, there will be a common activity and work room with facilities for minor cooking, 
the quieter kind of games, T.V. and the like. 

Social and game rooms will be provided for the whole resident population in the dormitories. 
Other major student activity areas will be located principally in the Library and the Athletics 
buildings where day and resident students will share them. 

This progi-am is intended to provide the physical background for a social structure 
designed to give each student opportunities to mingle on as broad or limited a basis as he 
wishes and to encourage the formation of non- exclusive circles of varying sizes and intimacy. 
Longer and more detailed study than is within the scope of this work may suggest better group- 
ings but it is essential that any design for the dormitories and other social and recreational 
spaces be based on some rational concept of a social structure which offers a variety of ex- 
perience for each student and will minimize the separation between day and resident populations . 

To carry out this concept, space for outdoor active recreation and physical education is 


located adjacent to these buildings and the athletic facilities on the roof of a parking garage 
(B on the Plan). Small and quieter garden areas for outdoor lounging and study are provided 
to the west. 

LIBRARY BUILDING: (42,000 sq. ft., Building 4) 

The broad conception of this as the heart and focus of the Campus has been discussed in 
the preceding section. The juxtaposition of facilities proposed here is unconventional in 
academic practice, but is believed to be appropriate to the problems and goals of the Museum 
College, and perhaps to many others . 

Through the whole design of the Campus with its emphasis on interior space and move- 
ment is woven the idea that here the objective is to preserve and strengthen the real values of 
the liberal disciplines, of the arts, and of the sciences while at the same time breaking down 
their traditional separations . 

The Library stands on the crossing of all the threads of movement between the quarters 
of different activity in the Campus. Within it contains elements of each of these as well as 
unique elements which will be shared by all who take part in the life of the college. 

It will be an air conditioned building with about 8, 000 square feet on each floor. The 
basements will house space for mechanical and electrical equipment, toilets, game rooms, 
kitchens and food storage. On the next floor, somewhat above grade, will be the cafeteria * 
and the main student lounge, a small auditorium (seating about 200 and divisible into two 
lecture rooms for 100) and a monumental entrance and stair to the second floor which will 
contain the Library and audio-visual collection and facilities . The floor above will initially 
contain seminar and classrooms for General Studies . (Ultimately this use will move to the 
last unit of the Educational Buildings, freeing this space for expansion of the Library.) 

* Practical difficulties of noise control, service and, most important, library expansion have 
indicated that placing the cafeteria in the Library Building is not a wise combination. An 
addendum to this report, to be published at a later date, will relocate the cafeteria out of the 
Library Building. 


The penthouse will contain the Board Room, faculty lounges and conference rooms, offices and 
meeting rooms for the alumni organizations, all opening onto a roof garden four stories above 
grade. There will be passenger and service elevators serving all floors and a pantry in the 
penthouse with dumb waiter to the kitchens . 

An alternative location for the kitchens and cafeteria in connection with the dormitories 
is also being studied. 

DESIGN CENTER AND EXHIBITION HALL: (24,000 sq. ft.. Building 5) 

Opening on to Broad Street and the walkway from Broad to the Library (which is the main 
entrance to the campus) and overlooking the Exhibition Gardens, the ground tloor (about 6, 000 
sq. ft.) of this structure will constitute the principal exhibition space for the college. This 
space will be arranged so that it may also be opened into the foyer of the Performing Arts 
Theatre to the north. It can thus be made the point through which the college reaches the pi±)lic 
most directly and easily. To the south it will open onto the Exhibition gardens . 

The second floor will contain offices and conference and meeting rooms for the Design 
Council. The Council is planned as a non-profit organization sponsored by PMCA and 
dedicated to the advancement of American industrial leadership through design. The Design 
Center's offices, conference rooms, exhibition area and auditorium will serve not only the 
educational needs of the institution but will provide a meeting place for industry and higher 
education in design, where ideas may be exchanged and members of the projected Design 
Council for Industry may be informed of the latest experiments and developments in desig-n 
from all over the world. 

Floors above will provide space for offices, classrooms and studios for faculty and 
Design Center uses . The basement (with underground connection to the kitchens in the 
Library Building) will contain a pantry with service to the floors above, major mechanical and 
electrical spaces and public toilet facilities serving the exhibition galleries and the Performing 
Arts Theatre . 


PERFORMING ARTS THEATRE: (12,000 sq. ft., Building 6) 

Just north of and opening into the Exhibition Gallery will be an auditorium or theatre 
seating about 300 with sloping floor, complete projection equipment and full stage. 

Since the college intends to offer courses in the technology and non-performing arts 
of the theatre, this stage and house will be designed to provide the greatest possible flexibility 
of stage and seating arrangement and use. The stage areas will also open, when desired, 
into the gymnasium (7) to the north where movable seating will permit a wide variety of arrange- 
ments of small audiences as well as the seating of the entire college for such exercises as 
commencement, student assemblies and convocations, and the opening of the academic year. 


These will consist of a standard gymnasium for the use of large classes, basketball, 
etc., also usable for large assemblies and in connection with the experimental stage, as 
noted above, as well as for dances and other large indoor functions . 

Below this will be locker rooms, small exercise room, handball and squash courts and 
a swimming pool . 

Directly to the west, on the deck over the parking area, (B), will be space for outdoor 
active recreation and physical education including tennis and volley-ball . 

As noted above, the large gymnasium will be directly connected to the stage house of 
the Performing Arts Theatre and designed for use with it for performances and lectures and 
assemblies which draw large audiences and will also be available for major social activities, 

EDUCATIONAL BUILDINGS: (Total 115,000 sq. ft.. Buildings 3a through 3e) 

The class and seminar rooms, small lecture halls, shops and studios as well as such 
facilities as departmental offices, locker rooms, toilets and storage space needed by the 
Educational Departments will be housed in a series of buildings on the west and south sides 
of the campus . 

These will be designed for separate, staged construction (as discussed in Section 9) but 

will be virtually identical in structure and basic form. They will be, for the most part, three 
stories in height with some sections rising to four floors. There will be freight elevators, 
but circulation will be pedestrian. 

Throughout these structures, the pattern of use will generally place services, lockers 
and the like in the basements, shops with heavy equipment or materials on the ground level, 
classrooms and offices on the second floor and studios, where freedom of height and light 
control are most important, on the third floor, sometimes extending upward to a fourth level. 

The five educational units, (3a) through (3e), along Fifteenth and Pine Streets will re- 
house all present space and add the new space called for in the estimates of requirements . 
Building 3e with easy truck access from Pine Street, will also house in parts of its ground 
floor and basement the major spaces needed by the housekeeping and maintenance functions 
of the campus . 

The College supply and book store and post office are tentatively located in building 3e. 


Administration offices, conference rooms, files, storage and other ancillary space 
will occupy most of the original building at Broad and Pine Streets. 

Wlien the Victorian brick wings to the west are removed, the west facade of this 
building, overlooking the Exhibition Gardens, will be restored in harmony with the street 
facade and this historic structure will be preserved for the city. 


Covered parking (witli terrace for outdoor athletics and recreation above) is provided 
in the space between the Design Center and Dormitory groups. This will contain 60 cars on 
one level or about 100 cars on two levels below the terrace. Small open parking compounds 
amidst the Educational Buildings will provide space for an additional 50 to 60 cars . 

These facilities will take care of the daily needs of faculty, staff and visitors. The 
open athletic area will house an additional 60 cars for special occasions . It is assumed, 


howevei", that the parking needs created by major public or semi-public events will be taken 
care of in the extensive public parking which the City expects to create as part of the South 
Broad Street development. 

Considerable study has been given to the effect of a large underground garage proposed 
by the City for the north half of the Campus block. The College's buildings and open spaces 
have been arranged so that very little change would be required if this plan is adopted by the 
City in the next year. 

In any case, the Design Center, Performing Arts Theatre and Gymnasium group 
will be connected underground to the improved and extended subway concourse. This 
would, in turn, provide protected pedestrian circulation below the street to any nearby 
buildings of related character and to major parking facilities . 

Part II: 6 Priorities and Financing 

The total amount of new space needed to take care of the 1,000 to 1, 300 students fore- 
cast as the enrollment for 1973 is large, about 300,000 square feet. All the factors related 
to this growth, the condition and use of the present plant, the limitations of the site, the 
problems of developing teaching programs and faculty, the probable rate of increase of ap- 
plicants and the difficulties of financing such a development indicate that it must be planned 
for execution in steps or stages in which all of these factors may be synchronized. 

The question of the location of buildings and uses from the point of view of internal 
harmony, function and aesthetics and external compatibility was discussed in Sections 7 and 
8 . To this must be added a solution of the problems of the priority of educational needs and 
the feasibility of financing. 

The importance of the former is obvious. The second aspect, financing, has become 
very important in recent years since funds are available from a number of agencies of govern- 

ment but at varying rates and times and limited to specific pm-poses . The Community 
Facilities program of the H.H.F.A. makes low interest loans for residential buildings. The 
construction of educational space may be aided by the General State Authority of Pennsylvania, 
by the Redevelopment Authority of Philadelphia under the Urban Renewal Programs of URA. 

Fortunately, it has been possible in this case to harmonize the problems of educational 
priority with the strictures imposed by the present plant and the criteria of the physical plan. 
The resulting construction program does not conflict with the conditions controlling the aid 
which may be obtained from Government. Wliether this kind of help will actually become 
available just when and in the order wanted cannot be determined yet, but the plan and the 
construction program are designed to use whatever aid is obtained to meet the educational 
objectives of the college to the best advantage. 

From the latter point of view some general statements on need may be made: 

1. Educational space of all kinds is needed now for present enrollment and to permit 
steady growth over the next 10 years . Particularly, a good Library and space for the 
Graduate Programs (scheduled to start in 1963-1964) and for the Humanities. To facilitate 
staffing and program development, educational space must increase almost steadily through 
the 10-year development program. 

2. Dormitories could be used almost immediately. The present leased dormitory at 
Seventh and Delancey Streets for about 100 students will be over-subscribed in 1963-1964 and 
will probably have to be vacated in 1967, when the lease from the Redevelopment Authority 
expires, or shortly after that year. Ideally the permanent dormitory for 100 girls should 

be completed by September 1965 and the boys dormitory by 1967 . The problems of land 
acquisition and clearance will probably put off the occupancy of both until September 1967 
at best. 

3. Student Center, Cafeteria, etc., will be very badly needed by 1966 and must be 
operating when the permanent dormitories are occupied. 


4. Physical Education and Recreation facilities will be very badly needed as soon as 
any resident students are housed on the campus. 

In accordance with these general guides, the priorities shown below have been established: 





(Figure 4) 

1967 - 1968 


(Figure 5) 




(Figure 7) 

(See also 3 and 4) 


1970 - 1971 


Educational, first unit, (3a) 

Library, Student Center (4) 

Dormitories (1 and 2) 

Garage and Outdoor Physical 

Educational, second unit, (3b) 

Gymnasium for Riysical Education, 
Assembly, etc. 

Educational, third unit (3c) 

Design Center, Graduate Studies, 

Auditorium and Stage 

Educational, fourth unit, (3d) 

Educational, fifth unit, (3e) 

Administration Building, Renovation 

Completion, outdoor exhibit and 
other gardens 

The Campus Plan permits considerable freedom to alter this order if presently unforeseen 
circumstances demand a change. For example, the dormitories could be started earlier if land 
were to become available as also could (and probably should) the Design Center if funds became 

However, the exigencies of the site and the present plant require that the first of the 
Educational Buildings and the Library-Student Center have first priority. Accordingly, a 


request to the State for aid for these (including land for the first building) has been made and 
been approved by the State Planning Board. If approved by the Governor and Legislature, this 
would permit their construction as scheduled. If tlie rest of the land north of Delancey Street 
is acquired through the Redevelopment Authority in 1965, the balance of Stage I could be com- 
pleted with H.H.F.A. and private funds by the end of 1968. The remaining stages would then 
depend solely on funding. State help will be sought (as indicated to the Planning Board) for the 
balance of the educational space and private funds raised for the remainder of the program. 


Dean, Philadelphia Museum College of Art 

E. M. Benson 

Board of Governors 

Howard A Wolf, Chairman 
Philip A. Bregy 
Edward G . Budd, Jr . 
Edward K . Cratsley 
Mrs H. Richard Dietrich 
Ralph E. Eckerstrom 
Mrs Edwards. Gifford, Jr. 
Mrs Albert M . Greenfield 
John Gribbel, 2nd 
R. Sturgis Ingersoll, Esq. 
Peter Kyropoulos 
Austin Lamont, M. D. 
Mrs H. Fairfax Leary, Jr. 
Mrs Malcolm Lloyd 
Sydney E. Longmaid 
Mrs William Machold 
Thomas B. McCabe, Jr. 
Robert Buchanan Mitchell 
Domenico Mortellito 
Mel Richman 
Samuel R. Rosenbaum 
Mrs LessingJ. Rosenwald 
Mrs Andrew J. Sordoni, Jr. 
Mrs Thomas Raeburn W^Tite 
Mrs John Wintersteen 
Frederick M. Yost 

1 — ■ 1 



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Dean, Philadelphia Museum College of Art 

E. M. Benson 

Board of Governors 

Howard A Wolf, Chairman 
Philip A. Bregy 
Edward G . Budd, Jr . 
Edward K . Cratsley 
Mrs H. Richard Dietrich 
Ralph E. Eckerstrom 
Mrs Edwards. Gifford, Jr. 
Mrs Albert M. Greenfield 
John Gribbel, 2nd 
R. Sturgis Ingersoll, Esq. 
Peter Kyropoulos 
Austin Lamont, M. D. 
Mrs H. Fairfax Leary, Jr. 
Mrs Malcolm Lloyd 
Sydney E. Longmaid 
Mrs William Machold 
Thomas B. McCabe, Jr. 
Robert Buchanan Mitchell 
Domenico Mortellito 
Mel Richman 
Samuel R. Rosenbaum 
Mrs LessingJ. Rosenwald 
Mrs Andrew J. Sordoni, Jr. 
Mrs Thomas Raeburn Wliite 
Mrs John Wintersteen 
Frederick M. Yost 



1. Women's Dormitory 

2. Men's Dormitory 
3a. Educational Unit I 

4. Library & Student 

B. Garage & Pliysical _ 


3b. Educational Unit 2 
3c. Educational Unit 3 
7, Assembly, 


Physical Education 


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3d. Educational Unit 4 
6. Auditorium & Stage 

3e. Educational Unit 5 

5. Exhibition Building & 

8. Administration Building 

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I I 





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